TRAUMA INFORMED SCHOOLS: A JOURNEY Joe Fantigrossi, Ed.D., Pre K-12 Intervention Coordinator, Lyons CSD Jay Roscup, Consortium Grants Administrator, Lyons CSD

TRAUMA IS NOT THE EVENT. TRAUMA IS THE RESPONSE TRAUMA IS NOT THE EVENT. TRAUMA IS THE RESPONSE. EACH INDIVIDUAL RESPONSE TO CHRONIC OR ACUTE STRESS DETERMINES THE LEVEL OF TRAUMATIC IMPACT. STOP ASKING: What is wrong with this student? AND START ASKING: What has happened to this student?

Today’s Purpose For participants to: Gain a cursory understanding of the impacts of childhood trauma, See how trauma awareness can work collaboratively with their current instructional and intervention systems, and come away with a collection of recommended resources and practices for both systems and classroom work.

Takeaways 1.  Robust list of digital and traditional resources for research, book study, and implementation. 2.  Collection of strategies to both recognize and respond to students who have experienced significant trauma. 3.  Methods of supporting staff in meeting the needs of students impacted by trauma.

ACES ACE’s STUDY TOXIC IMPACT OF STRESS NEUROLOGY IMPACT ON BIOLOGY/PHYSICAL HEALTH NEED FOR A ‘PUBLIC HEALTH RESPONSE’

ADVERSE CHILDHOOD EXPERIENCES: Adverse Childhood Experiences (ACEs) - potentially traumatic events with negative, lasting effects on health and well-being HANDOUT ABUSE NEGLECT DYSFUNCTION (Family)

Why is this important?

At your tables, quietly read the handout provided at your table (Reading 1 or Reading 2) After finishing the reading, discuss the points you felt were most important or meaningful to you with 1 or 2 other people at your table Next, find someone from a table that read the other handout and share the most important points with them Finally, return to your original seat for a whole group debriefing exercise Small Group Activity

WE BEGAN TO UNDERSTAND TO BE “CULTURALLY EQUITABLE, VALID, KNOWLEDGEABLE & RELEVANT” MEANT WE HAD TO BE TRAUMA INFORMED……

Article broken into 4 chunks Each table assigned a chunk Read silently, then discuss at table Representatives from each chunk come together to form new groups and discuss Generate content for a similar article on RtI in original group PBIS article: “Using PBIS to Help Schools Become More Trauma- Sensitive”-Wisc. Dept. of Public Instruction

ACE’S REPORTED BY KINDERGARTEN Parents AT SCREENING: Adverse Childhood Experiences that families commonly encounter. How many of the following events have happened to or around this child: -death of a parent -parental divorce or separation -incarceration of a parent -drug or alcohol abuse -mental health problems -domestic violence -physical neglect -emotional neglect -physical abuse -emotional abuse -sexual abuse K READY SURVEY- Wayne County 2016 554 out of 1007 Kindergarten Students

LOCAL K SCREEN: Children with 2 or more “ACE” *: 3 times more likely to not calm down when upset. Twice as likely to rarely play with children outside the family. Twice as likely to not be able to independently button or zipper clothing. 13 times less likely to be able to focus on activity other than TV or computer. Less than half as likely to have been breastfed for more than 6 months. * AS REPORTED BY REGISTRANT

LOCAL K SCREEN: Children with 2 or more “ACE” *: 7 times more likely to have moved four or more times. More than twice as likely to spend less than 3 hours a week in family activity. 2.5 times less likely to have a set bedtime. 5.7 times more likely to ignore rules at home. 4.3 times more likely to never read with parent/adult. * AS REPORTED BY REGISTRANT

CAMI- Control Agency MeANS/END InveNTORY First is “Control” beliefs that is, the general perception that one has control over outcomes in one’s life.   The second is “Agency” beliefs, that is, the degree to which agents, e.g. one’s self, can control outcomes. The third is “Means-Ends” beliefs or the belief that having and/or using certain means will affect an outcome. These concepts depend on the underlying belief that one can control or influence outcomes. The CAMI includes 10 scales addressing Control, Means-end and Agency. Within Means-ends and Agency there are scales for the specific concepts of effort, attributes, powerful others, luck and unknown factors. Validated Scales for Self-Efficacy

TRAUMA DISRUPTS SELF-EFFICACY:

TRAUMA DISRUPTS SELF-EFFICACY:

TRAUMA DISRUPTS SELF-EFFICACY:

Students with 2 or more adverse events were more than three (3) times more likely to lack self-efficacy. ACE<2 ACE2 or more ratio chi2 p N= 1175 778 MIDDLE SCHOOL 11.6% 34.8% 3.01 148.44 <.001 851 925 HIGH SCHOOL 10.6% 32.9% 3.11 130.3

Trauma-Informed Screening and Assessment Tools Distinct differences between trauma screening and trauma assessment tools.  Screening tools are brief, used universally, and designed to detect exposure to traumatic events and symptoms.  Functional assessments are more comprehensive and capture a range of specific information about the child’s symptoms, functioning, and support systems.  A trauma assessment can determine strengths as well as clinical symptoms of traumatic stress.  If properly trained, the frontline caseworker within a child welfare setting can administer a screening tool when a child initially enters the system.  Information obtained from that screening can help the caseworker determine whether a more comprehensive trauma-informed assessment is needed.    SOURCE: https://training.cfsrportal.org/section-4-trauma-child-welfare- system/2440

SUPPORTS FOR STUDENTS

ATTACHMENT REGULATION (SELF) COMPETENCY A FRAMEWORK TO HELP: ARC is a framework for intervention with youth and families who have experienced multiple and/or prolonged traumatic stress. ARC identifies three core domains that are frequently impacted among traumatized youth, and which are relevant to future resiliency. 

ATTACHMENT: TIER 1: Positive relationships between all staff & students (clear expectations help!) Opportunities for clubs, sports & other extracurricular activities Involvement in learning! TIER 2: Check In/Check Out Check & Connect Small groups formed for particular students Peer Mentoring TIER 3: Counseling Individual Plans ATTACHMENT: We can organize our current interventions using the ARC Framework across a Multi- Tiered System of Supports.

REGULATION: TIER 1: A few clearly stated expectations with explicit instruction consistently shared among all staff Second Step taught universally to all students TIER 2: Check In/Check Out Check & Connect Small group re-teach ( can use Second Step) TIER 3: Counseling Individual Plans (FBA/BIP) REGULATION: We can organize our current interventions using the ARC Framework across a Multi-Tiered System of Supports.

COMPETENCY: COMPETENCY: TIER 1: Strong and engaging classroom instruction for all students Differentiated instruction Skill based clubs (strategy games, gardening, cooking!) Music & Art Classes! TIER 2: Check In/Check Out Small group re-teach ( can use Second Step) After school programs TIER 3: Counseling Individual Plans (FBA/BIP) We can organize our current interventions using the ARC Framework across a Multi-Tiered System of Supports.

TIERED FIDELITY INVENTORY & TRAUMA INFORMED SCHOOLS The TFI is an assessment that lets us know if we are headed in the right direction in terms of intervention It identifies a broad spectrum of systematic attributes of an effective MTSS.

BUILDING CAPACITY FOR STAFF

BOOK STUDIES & PLC’s HELPED START CONVERSATION: (Both of these are on your resource handout)

TCI: Therapeutic Crisis Intervention for Schools A crisis prevention and intervention model that was developed to assist schools in:  Preventing crises from occurring De-escalating potential crises Effectively managing acute crises Reducing potential injury to children and staff Learning constructive ways to handle stressful situation ** THERE WAS A RELATIONSHIP BETWEEN THE NUMBER OF STAFF TRAINED IN TCI AND THE NUMBER OF OFFICE DISCIPLINARY REFERRALS

TCI TRAINS STAFF TO AVOID THE CONFLICT CYCLE & UNDERSTAND THE ANTECEDENTS TO STUDENT BEHAVIOR. BEHAVIORS FEELINGS & NEEDS STAFF ARE TRAINED TO UNDERSTAND STUDENT BEHAVIOR AS SURFACE EXPRESSIONS OF FEELINGS & NEEDS

We trained over 575 persons through a Project AWARE grant (SAMHSA Funded) 100% of participants recommended this training for others. Find out more at mentalhealthfirstaid.org YMHFA: RECOGNIZE SIGNS & SYMPTOMS OF MENTAL HEALTH PROBLEMS & HOW TO OFFER HELP BEFORE, DURING AND AFTER A MENTAL HEALTH CRISIS.

What is a Trauma-Sensitive School? A school where all students feel safe, welcomed, and supported Where addressing trauma’s impact on learning on a school- wide basis is at the center of its educational mission Why we need trauma sensitive schools

Reflection Personal Reflection, then Whole group What insights or new knowledge did you gain from this video and discussion? How might you use this knowledge in your own work? How might your school use this knowledge?

Adapt, not additional IN SCHOOLS, MUCH OF WHAT IS ALREADY DONE CAN BE Integrated INTO A TRAUMA INFORMED APPROACH!! DON’T THINK “MORE”– THINK “ADAPT CURRENT PRACTICE”

Thank You! jfantigrossi@lyonscsd.org jroscup@lyoncsd.org @jfantigrossi and @RoscupJay on Twitter JosephFantigrossi.com